ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION
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Data de Publicação: | 2023 |
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Tipo de documento: | preprint |
Idioma: | spa |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/5478 |
Resumo: | This paper tackles the curricular and didactic tensions observed in the integration and development of argumentation in higher education. The objective of the study carried out in a Chilean university is to identify the didactic, pedagogical and curricular conditions for classroom implementation in the development of argumentative skills in teacher training. The research is based on qualitative approach study, of exploratory design and ascribed to a case study. Focus groups with managers and professors of an early childhood education program were used to carry out a qualitative, exploratory, and case study. The research method of analysis is content operationalized through thematic coding instrumented by the Atlas.ti software. The main results of the research reveal student tensions concerned with the following: entry abilities to higher education, the formulated argumentative structures, the use of evidence and vocabulary in oral and written argumentation. Thus, the main didactic and curricular tensions focus on the treatment of the content of argumentation, the teaching-learning methodologies, the development of cognitive skills through argumentation in the curriculum, and the assessment experiences, yielding particular and focalized instances in teacher training. |
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ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATIONARGUMENTACIÓN Y FORMACIÓN INICIAL DOCENTE: TENSIONES CURRICULARES Y DIDÁCTICAS EN LA EDUCACIÓN TERCIARIAARGUMENTAÇÃO E FORMAÇÃO INICIAL DE PROFESSORES: TENSÃO CURRICULAR E DIDÁTICA NO ENSINO SUPERIORFormação de professoresensino superioraprendizagemTeacher traininghigher educationlearningFormación de docentesenseñanza superioraprendizajeThis paper tackles the curricular and didactic tensions observed in the integration and development of argumentation in higher education. The objective of the study carried out in a Chilean university is to identify the didactic, pedagogical and curricular conditions for classroom implementation in the development of argumentative skills in teacher training. The research is based on qualitative approach study, of exploratory design and ascribed to a case study. Focus groups with managers and professors of an early childhood education program were used to carry out a qualitative, exploratory, and case study. The research method of analysis is content operationalized through thematic coding instrumented by the Atlas.ti software. The main results of the research reveal student tensions concerned with the following: entry abilities to higher education, the formulated argumentative structures, the use of evidence and vocabulary in oral and written argumentation. Thus, the main didactic and curricular tensions focus on the treatment of the content of argumentation, the teaching-learning methodologies, the development of cognitive skills through argumentation in the curriculum, and the assessment experiences, yielding particular and focalized instances in teacher training.El presente estudio aborda las tensiones curriculares y didácticas para la integración y el desarrollo de la argumentación en la Educación terciaria. La investigación realizada en una universidad chilena tuvo como objetivo identificar las tensiones didácticas, pedagógicas y curriculares para el desarrollo de habilidades argumentativas en la formación docente. Metodológicamente, el estudio de enfoque cualitativo, diseño exploratorio y estudio de caso fue realizado a través de focus groups a directivos y académicos de una carrera de Educación infantil. El método de análisis utilizado en la investigación es de contenido operacionalizado a través de una codificación temática instrumentalizada por medio del Software Atlas Ti. Los principales resultados de la investigación evidencian tensiones en el estudiantado referidas a habilidades de ingreso a la educación superior, las estructuras argumentativas formuladas, el uso de evidencias y vocabulario en la argumentación oral y escrita. Así, las principales tensiones didácticas y curriculares se concentran en el tratamiento de contenido de la argumentación, las metodologías de enseñanza-aprendizaje, el desarrollo de habilidades cognitivas a través de la argumentación, el currículo y las experiencias evaluativas, distinguidas como instancias particulares y focalizadas en la formación docente.O presente estudo aborda as tensões curriculares e didáticas para a integração e desenvolvimento da argumentação no ensino superior. A pesquisa realizada em uma universidade chilena teve como objetivo identificar as tensões didáticas, pedagógicas e curriculares para o desenvolvimento de habilidades argumentativas na formação de professores. Metodologicamente, o estudo com abordagem qualitativa, delineamento exploratório e estudo de caso foi realizado por meio de grupos focais com diretores e acadêmicos de uma carreira na Educação Infantil. O método de análise utilizado na pesquisa é o conteúdo operacionalizado por meio de uma codificação temática instrumentalizada por meio do Software Atlas Ti. Os principais resultados da pesquisa mostram tensões no corpo discente relacionadas às habilidades de ingresso no ensino superior, às estruturas argumentativas formuladas, ao uso de evidências e vocabulário na argumentação oral e escrita. Assim, as principais tensões didáticas e curriculares concentram-se no tratamento dos conteúdos de argumentação, nas metodologias de ensino-aprendizagem, no desenvolvimento de habilidades cognitivas pela argumentação, no currículo e nas experiências avaliativas, distinguidas como instâncias particulares e focalizadas na formação de professores.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-01-23info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/547810.1590/SciELOPreprints.5478spahttps://preprints.scielo.org/index.php/scielo/article/view/5478/10575Copyright (c) 2023 Andrea Figueroa-Vargas, Francisca Cristina Donoso Reyeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFigueroa-Vargas, AndreaReyes, Francisca Cristina Donosoreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-01-20T21:58:42Zoai:ops.preprints.scielo.org:preprint/5478Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-01-20T21:58:42SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION ARGUMENTACIÓN Y FORMACIÓN INICIAL DOCENTE: TENSIONES CURRICULARES Y DIDÁCTICAS EN LA EDUCACIÓN TERCIARIA ARGUMENTAÇÃO E FORMAÇÃO INICIAL DE PROFESSORES: TENSÃO CURRICULAR E DIDÁTICA NO ENSINO SUPERIOR |
title |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION |
spellingShingle |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION Figueroa-Vargas, Andrea Formação de professores ensino superior aprendizagem Teacher training higher education learning Formación de docentes enseñanza superior aprendizaje |
title_short |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION |
title_full |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION |
title_fullStr |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION |
title_full_unstemmed |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION |
title_sort |
ARGUMENTATION AND TEACHER TRAINING: CURRICULAR AND DIDACTIC TENSIONS IN HIGHER EDUCATION |
author |
Figueroa-Vargas, Andrea |
author_facet |
Figueroa-Vargas, Andrea Reyes, Francisca Cristina Donoso |
author_role |
author |
author2 |
Reyes, Francisca Cristina Donoso |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Figueroa-Vargas, Andrea Reyes, Francisca Cristina Donoso |
dc.subject.por.fl_str_mv |
Formação de professores ensino superior aprendizagem Teacher training higher education learning Formación de docentes enseñanza superior aprendizaje |
topic |
Formação de professores ensino superior aprendizagem Teacher training higher education learning Formación de docentes enseñanza superior aprendizaje |
description |
This paper tackles the curricular and didactic tensions observed in the integration and development of argumentation in higher education. The objective of the study carried out in a Chilean university is to identify the didactic, pedagogical and curricular conditions for classroom implementation in the development of argumentative skills in teacher training. The research is based on qualitative approach study, of exploratory design and ascribed to a case study. Focus groups with managers and professors of an early childhood education program were used to carry out a qualitative, exploratory, and case study. The research method of analysis is content operationalized through thematic coding instrumented by the Atlas.ti software. The main results of the research reveal student tensions concerned with the following: entry abilities to higher education, the formulated argumentative structures, the use of evidence and vocabulary in oral and written argumentation. Thus, the main didactic and curricular tensions focus on the treatment of the content of argumentation, the teaching-learning methodologies, the development of cognitive skills through argumentation in the curriculum, and the assessment experiences, yielding particular and focalized instances in teacher training. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/5478 10.1590/SciELOPreprints.5478 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/5478 |
identifier_str_mv |
10.1590/SciELOPreprints.5478 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/5478/10575 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Andrea Figueroa-Vargas, Francisca Cristina Donoso Reyes https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Andrea Figueroa-Vargas, Francisca Cristina Donoso Reyes https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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